Chaining (Forward and

Backward)
WHAT IS CHAINING?
Chaining is a teaching method that consists of breaking down a
task into steps described by task analysis that fits the skill of the
learner, so that they can benefit from being taught. Each step is
taught and uses reinforcement to increase behavior until the
chain in whole. There are two chaining procedures.
1. Forward Chaining: Learning a skill from beginning to end
based on task analysis. Teaching initial step with
reinforcement and work forward.
Example: Washing hands
Show learner the full task
analysis. After each step the
learner completes, use
reinforces to increase the
behavior.
2. Backward Chaining:
Linking together behaviors
beginning with the last
behavior in the chain. Initial
behaviors in a single task
are completed by the
trainer except the last. The
learner is them prompted
to complete the last step in

the task. Once the learner demonstrates independence in

completing the last step, the trainer completes all initial
steps except the last two. The trainer then prompts the
learner to complete the last two steps independently and so
forth.
Back to the example of washing hands: the trainer
prompts learner to turn water on, wet hands, rub hands in
soap, rise, and then turn water off. The trainer does not
prompt the last step because the learner independently dry
his/her hands. After each backward step is mastered, be sure
to use reinforces to increase behavior.
WHO BENEFITS?

-Learning disabilities
-Autism
-Everyone

-Academic/Behavioral skills
-Life Skills
WHY IT WORKS?

Chaining words well for learning tasks like daily life skills.
Also, learning skills that have motor components so the trainer
can provide physical/verbal prompts.
Forward chaining works well in generating inferences and
good for learners that have trouble initiating and action.
Forward chaining is mostly used due to the preference of
starting from beginning to end.
Backward chaining works well because it helps to practice
finals steps more frequently independently than initial steps, so
task will get easier; good for learners that stall out during midtask.

REFERENCES:

Slocum, S., & Tiger, J. (2011). An assessment of the efficiency of

and child preference for forward and backward chaining.
Journal Of Applied Behavior Analysis, 44(4), 793-805.
doi:10.1901/jaba.2011.44-793
Smith, G. J. (1999). Teaching a long sequence of behavior using
whole
task training, forward chaining, and backward
chaining. Perceptual And Motor Skills, 89(3 Pt 1), 951-965.
Walls, R. T., Zane, T., & Ellis, W. D. (1981). Forward and Backward
Chaining, and Whole Task Methods. Behavior Modification, 5(1),
61. doi:10.1177/014544558151005

By: Itza Perez